The Orchard Day Nursery Kew

What is it like to attend this early years setting?

Staff greet children and their families warmly when they arrive at the nursery. Older children, who now attend school, recall to their younger siblings the activities they enjoyed and say that they enjoyed coming to nursery. Leaders have adapted space in the nursery to better suit children's needs. The nursery is bright and welcoming, and children arrive eager to start their day. Children build strong relationships with staff and are happy at nursery. Staff show a genuine interest in children, attentively supporting them throughout the day.

Staff reflect the diversity of the local community and give children tailored care to meet their individual needs. Many children in the nursery speak English as an additional language. Staff thread opportunities to develop children's language and communication through linking rhymes and songs to routine activities. All staff have high expectations for children's learning. Leaders have devised a broad curriculum that focuses on the prime areas of learning.

Children have daily opportunities for outside play at a space situated a short distance away from the nursery. They know to stop at key points for staff to count them. Children wait for their younger peers to catch up to ensure that they all move together to reach the area to play. Children behave well. They demonstrate kindness to each other, such as by immediately offering to share when they realise that more children want to play with the peg boards.

What does the early years setting do well and what does it need to do better?

• Children make good progress. Staff describe how they use their knowledge of their key children's interests, along with observations, to devise tailored individual next steps for children. Staff proudly share the progress that children make from their starting points in development.
• Staff thread opportunities into activities to develop the youngest children's language and communication. For example, they use books to develop their interest in animals. During story time and singing activities, staff leave gaps for children to fill in. Staff make interactions playful. Children develop their confidence as they eagerly join in.
• Staff monitor children's progress and quickly highlight children who need additional support or children with emerging special educational needs and/or disabilities (SEND). They work with parents and carers to devise individual support plans. Staff make referrals, with parental consent, and incorporate recommendations from health professionals into children's daily activities. This ensures that support is consistent for children with SEND.
• Staff act as role models for children. In the baby room, staff model using 'please' and 'thank you' when interacting with their colleagues. Toddlers use manners when requesting food and drink at mealtimes and snack times. Older children behave well. However, on occasion, when they need to resolve minor conflicts, some staff introduce solutions rather than encouraging and supporting older children to come to a mutual agreement for themselves.
• Older children are prepared for the next stage in their learning. They demonstrate good levels of independence. Children choose their own activities and select the resources they need to complete the task. They meet their own personal care needs, such as using the bathroom and washing their hands. Children develop their knowledge of how to keep healthy, such as by eating fruits and vegetables and knowing that some foods are for treats.
• Staff form extremely close relationships with children and their families. Parents say that the staff become like 'family' and offer them advice and guidance. For example, parents praise the catering staff for providing individual information to support them with weaning their children. Menus have been revised with parents, who appreciate receiving helpful details on portion size. The catering team takes great pride in sharing how they ensure that children have meals that look the same, while still adhering to all dietary requirements.
• Staff working with the youngest children support them to develop independence. For example, children pick up and drink from their own cup and learn to feed themselves using a spoon. However, on occasion, staff fill the spoon without giving young children time to have a go themselves and develop their independence skills further.
• Since the last inspection, leaders have focused on developing practice in the nursery. They have completed risk assessments to develop consistent practice for the safe transition of all children to the garden area. Leaders have provided staff with opportunities for face-to-face and online training. They have reviewed how training impacts on the delivery and implementation of the curriculum, to highlight further training and develop staff's skills further.

What the setting must and should do next

The provider should:

• develop staff's practice to incorporate strategies for older children to discuss and resolve minor conflict themselves
• give babies and young children opportunities to practise and develop their independence skills.